Calero, Maria. Bi-Literacy Strategies for Second Language Learners.

Journal 4

Box 2.1 Connecting Literacy and Oracy Objectives in Spanish Literacy

Book The Relatives Came by Cynthia Rylant

Grade 2nd Grade
Level
State Literary Fiction:
Standard 2.3(B) Use context within and beyond a sentence to determine the meaning of unfamiliar words
Cultural Family background
Relevance
Literacy Children will build comprehension skills and expand vocabulary complexity by reading and
Objective completing a 3-column chart with word-meaning-sentence of unfamiliar words and share aloud
with a bilingual partner.

Word/Palabra Meaning/Significado Sentence/Oración

Language Questions to generate dialogue

Structures 1. Which clues help the reader understand the meaning of ___________?/¿Qué claves o pistas
usa el lector para entender el significado de la palabra_______?
2. On page 7, the text says: 'They traveled up all those miles until finally they pulled into our yard.'
What do you know about the relatives? Do you think the characters all know each other?/¿Qué
sabemos de los parientes? ¿Crees que todos los personajes se conocen?
3. The author uses the word "particular" in the story (pg. 15) when describing how and where the
relatives slept while visiting. What does the word particular means? Use question 1 to complete
your ideas./¿Qué signifoca la palabra particular en la página 15? Usa la pregunta 1 para
completar tu respuesta.
4. T says: On page 18, the text informs us that the relatives 'helped us tend the garden.'
Looking at the illustrations and thinking about what you already know about taking
care of a garden or flowers/plants, what do you think the word 'tend' means?"/¿Cuál
es el significado de la palabra “tend” en la página 18.
5. This word reminds me of________________./Esta palabra me recuerda a _________________

Vocabulary Relative(familiar-pariente) , particular (particular), tend (cuidar-limpiar-mantener)

Dialogue Do you like relatives to come and visit your family? or Have you visit relatives in another city?
Think about that experience to rehearse with your partner.
 An extension will be to guide students write a personal narrative including all the
elements of the story arc to retell their story, using complete sentences.

Source: Template from Biliteracy From the Start Page 29

Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., &
Escamilla, M. (2014). Biliteracy from the start: Literacy squared in action. Philadelphia, PA:
Caslon Publishing.